以研究為本位翻轉對鄉村學校及其師資之缺陷思維：美、澳經驗

Reframing Deficit Perspectives on Rural Schools and Their Teachers Through Research-Based Approaches: Insights From the United States and Australia

就像都會學校教育，鄉村學校教育面臨諸多挑戰，然而，國內主流論述常將前者視為「常模」而問題化後者，而且論著多為主觀針砭，欠缺實徵資料嚴謹探究，反映缺陷思維。本文借鏡以研究為本位的美國與澳洲之鄉村教育及師資議題，包括成立專業組織並系統性提出研究報告、持續探究師資職前教育以及在職發展，最後期許系統性地深化研究，翻轉缺陷思維。

Like urban schooling, rural education faces numerous challenges. However, dominant domestic discourses often treat urban education as the normative standard while problematizing rural schooling. Much of the existing literature relies on subjective critique rather than rigorous empirical inquiry, thereby reflecting a deficit-oriented perspective. Drawing on research-based approaches in the United States and Australia, this paper examines key issues in rural education and the teaching workforce, including the establishment of professional organizations and the systematic production of research reports, as well as ongoing investigations into preservice teacher education and in-service professional development. It concludes by advocating for a more systematic and research-informed agenda to deepen understanding and ultimately shift deficit thinking.